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The study analyzes how student traits relate to academic success in a statewide online learning program, examining who struggles and why as leaders plan support after widespread online schooling. 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(2021) . Digital divides: K-12 student profiles and online learning. Education Policy Analysis Archives, 29(112). [https://doi.org/10.14507/epaa.29.6351](https://doi.org/10.14507/epaa.29.6351)  \n[Abstract:](Abstract: Online learning for primary and secondary students has expanded significantly)[ Online learning for primary and secondary students has expanded significantly](Abstract: Online learning for primary and secondary students has expanded significantly)[ ](Abstract: Online learning for primary and secondary students has expanded significantly)[in the United States during the last two decades. In addition to the sustained growth of](in the United States during the last two decades. In addition to the sustained growth of)[ ](in the United States during the last two decades. In addition to the sustained growth of)online learning, many schools and districts used online learning to respond to the coronavirus pandemic. As school leaders and policymakers move more students into online courses, they need information about which students succeed and struggle online. We examine the relationship between student traits and academic success in a statewide online learning program. We find that students identified with specific exceptionalities, students who identify as male, students from disadvantaged socioeconomic backgrounds, and students from cities or fringe rural areas were more likely to struggle in their online courses. This information comes at a vital time as school leaders seek to determine the effects of widespread online learning, make decisions about the support students will need after the pandemic ends, and develop the best online learning approaches when in-person schooling returns.  \nKeywords: K-12 online learning; online courses; special education; coronavirus; geography  \nBrechas digitales: Perfiles de estudiantes K-12 y aprendizaje en línea  \nResumen: El aprendizaje en línea para estudiantes de primaria y secundaria se ha expandido significativamente en los Estados Unidos durante las últimas dos décadas. Además del crecimiento sostenido del aprendizaje en línea, muchas escuelas y distritosutilizaron el aprendizaje en línea para responder a la pandemia del coronavirus. Los líderes escolares y los legisladores mueven a más estudiantes a cursos en línea, necesitan información sobre qué estudiantes tienen éxito y luchan en línea. Examinamos la relaciónentre los rasgos de los estudiantes y el éxito académico en un programa de aprendizaje en línea a nivel estatal. Encontramos que los estudiantes identificados con excepcionalidadesespecíficas, los estudiantes que se identificaron como hombres, los estudiantes de entornos socioeconómicos desfavorecidos y los estudiantes de ciudades o áreas rurales marginales tenían más probabilidades de tener dificultades en sus cursos en línea. Esta informaciónllega en un momento vital cuando los líderes escolares buscan determinar los efectos delaprendizaje en línea generalizado, tomar decisiones sobre el apoyo que los estudiantes necesitarán después de que termine la pandemia y desarrollar los mejores enfoques deaprendizaje en línea cuando regrese la educación presencial.  \nPalabras-clave: Aprendizaje en línea K-12; cursos online; educación especial; coronavirus; geografía  \nDivisões digitais: Perfis de alunos do ensino fundamental e médio e aprendizagem online  \nResumo: O aprendizado online para alunos do ensino fundamental e médio se expandiu significativamente nos Estados Unidos durante as últimas duas décadas. Além docrescimento sustentado do a","cbCaimUIUjg3Lawc","https://ap.wps.com/l/cbCaimUIUjg3Lawc","pdf",404248,21,"English","# Abstract\n## Research focus and findings\n# Keywords","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study examines the relationship between K-12 student traits and academic success in a statewide online learning program.\"},{\"question\":\"Which student groups were more likely to struggle online?\",\"answer\":\"Students with specific exceptionalities, male students, students from disadvantaged socioeconomic backgrounds, and students from cities or fringe rural areas were more likely to struggle in their online courses.\"},{\"question\":\"Why is this information considered timely?\",\"answer\":\"It supports school leaders in evaluating the effects of widespread online learning, deciding what support students need after the pandemic, and improving online learning approaches when in-person schooling returns.\"}]","Digital Divides: K-12 Student Profiles and Online Learning | PDF",1792093984,53]